ABSTRACT Online learning increasingly embodies distance education as a flexible delivery mode in higher education in Australia and beyond. Attractive to adult learners, among others, its market advantages are well-documented, as are its challenges which vary by degree and technological delivery style. Nevertheless, for geographical reasons, notably rurality/remoteness, and caring responsibilities, for many students, it remains the only option for career change/progression as online degrees are increasingly marketed and pursued for employment reasons. Despite increasing popularity, online study is characterised by high attrition rates. “Sense of connection” is one way to identify if students feel isolated or connected to others sharing/delivering their higher education experience – classmates and lecturers – while self-identifying as a university student generally or part of one’s course specifically may help further knowledge of the complex relationship self- and social-identity play in the process of achieving academic success. Quantitative and qualitative data generated from telephone interviews with 122 undergraduates enrolled in arts, paramedics, policing and science courses at a rural-regional Australian university are presented to reveal if and how identity and perceived sense-of-connection affected student experiences.

中文翻译：

---

远程教育中的联系感，认同感和学业成就：从社会学角度探索在线学习环境

摘要在线学习越来越多地将远程教育作为一种灵活的交付方式体现在澳大利亚及其他地区的高等教育中。吸引成人学习者的是，其市场优势得到了充分证明，其挑战因学位和技术交付方式而异。然而，由于地理原因，特别是农村/偏远地区和照顾责任，对于许多学生来说，由于在线学位因就业原因而越来越多地被推销和追求，它仍然是职业转变/进步的唯一选择。尽管在线学习日益普及，但其在线学习流失率很高。“联系感”是一种识别学生是否感到孤立或与他人共享/提供高等教育经验的同伴（同学和讲师）的方式，同时通常将自己识别为大学生或特定课程的一部分可能有助于进一步了解自我和社会认同的复杂关系在取得学术成就的过程中发挥着作用。通过对在澳大利亚乡村地区大学攻读艺术，医护，警务和理科课程的122名本科生进行电话采访获得的定量和定性数据，可以揭示身份和感知的联系感是否以及如何影响学生的学习体验。